Using Kolb's Learning Model in Structured Types of Professional Education and Training for Teachers

Abstract

The use of Kolb's model enhances the effects of professional development because the model allows the exchange of concrete experience, reflective observation, abstract conceptualisation and active experimentation, and provides the connection between theory and practice. The empirical part of this paper analyses the results of a survey conducted among teachers from Croatian primary schools regarding the presence of the four stages of Kolb’s learning model in structured types of professional education and training. The survey shows teachers’ dissatisfaction regarding the presence of activities such as reflection on teaching, linking theory to practice and stimulating research activities in teaching practice.

Faculty Reflective Practice in a Postsecondary Interpersonal Communications Course with Indigenous Alaska Native First-Generation Students

“…Self-reflection by educators leads to transformative practices in the classroom when explicit models are available to guide reflection (Mocinic & Tatkovic, 2021). According to Dewey's reflective cycle, the first step after encountering a disturbance and defining the problems is analyzing the contributing factors and investigating important primary influences (Greenberger & Or, 2022).…”